本研究旨在闡述校長教練式領導的相關概念、以及分析國內外有關校長教練式領導的相關研究。首先，教練式領導源自成人學習理論與正向心理學理論，其具有特質性、策略性、與目的性三大意義，教練式領導的實施可循「目標、探究、行動、支持、結果」之「GLASS」歷程模式加以進行，而實施教練式領導之際，領導者所採用教練力包括：個人素養、關係建立、溝通合作、激勵學習、回饋支持等。其次，實施教練式領導將對組織、領導者、員工、以及顧客，會產生不錯的正向效益，當然，亦有些許的困境。另外，目前有關教練式領導之相關研究仍有待探討與開發的空間。最後，本文根據研究結果與討論，提出教練式領導未來實施與研究的建議：(1)推廣校長教練式領導，促發個人與組織學習；(2)進行教練式實施歷程實驗，建構具體可行模式；(3)糾合理論與實務專家，解決實施問題與困境；(4)發展領導行為量表，有效評估校長之教練力；(5)進行相關實徵研究，發展教練式領導知識體；(6)兼採不同研究方法學，有效檢證實施成效。

The aims of this study are as follows: first, to review the related knowledge body of coaching-based leadership, second, to analyze the related empirical research of coaching-based leadership. After discussing the literature and related empirical research about coaching-based leadership, this study provides several suggestions for the implementation of coaching leadership of elementary and secondary school principals, and further study respectively: (1) to popularize the concept of coaching-based leadership in order to promote learning, (2) to establish feasible model by bringing coaching-based leadership into practice, (3) to integrate theoretical and practical professionals’ suggestions when solving implementing difficulties, (4) to develop a scale which is used for evaluating behaviors of coaching-based leadership of school principals, (5) to construct the knowledge body of coaching-based leadership through empirical studies, and (6) to adopt multiple methodologies for evaluating the implementing effect upon coaching-based leadership.